SINERGI AI (QUILLBOT) DAN BUDAYA BATAK TOBA: UPAYA MENDUKUNG KETERAMPILAN MENULIS BAHASA PRANCIS DENGAN BUKU CERITA DIGITAL

Authors

  • Herman Syahputra Universitas Negeri Medan
  • Hadijah Handayani Sibuea Universitas Negeri Medan
  • Irda Yusepa Universitas Negeri Medan
  • Widya Trisna Handayani Universitas Methodis
  • Harun Sitompul Universitas Negeri Medan

DOI:

https://doi.org/10.54314/jssr.v9i3.6570

Keywords:

Artificial Intelligence, Batak Toba Culture, Digital Storybooks, Writing Skills, French Language Learning

Abstract

Abstract: This study aims to develop a digital storybook based on Batak Toba culture integrated with QuillBot AI as an editing assistant to support students' French writing skills. The study employed a mixed-methods approach using the Educational Design Research (EDR) framework. Data were collected through interviews, observations, expert validation questionnaires, and limited trials. The resulting product was a digital storybook entitled Sahabat Danau Toba, equipped with writing tasks, a French glossary, and a QuillBot-assisted editing feature. Material and media expert validations achieved scores of 94% and 93%, respectively, indicating that the product was highly feasible. The one-to-one, small-group, and field-test evaluations obtained scores of 83.3%, 88%, and 96%, respectively. The overall user response reached 94.3% and was categorized as very good. Students reported that the Batak Toba-based story was interesting, easy to understand, and helpful in generating writing ideas. QuillBot also helped students independently revise their grammar and improve their writing. Therefore, the developed product is feasible as a supporting medium for French writing instruction based on local culture.

Keywords: Artificial Intelligence, Batak Toba Culture, Digital Storybooks, Writing Skills, French Language Learning

 

Abstrak: Penelitian ini bertujuan mengembangkan buku cerita digital berbasis budaya Batak Toba yang terintegrasi dengan AI QuillBot sebagai asisten editor untuk mendukung keterampilan menulis bahasa Prancis mahasiswa. Penelitian menggunakan pendekatan mixed methods dengan desain Educational Design Research (EDR). Data dikumpulkan melalui wawancara, observasi, angket validasi ahli, dan uji coba terbatas. Produk yang dihasilkan berupa buku cerita digital Sahabat Danau Toba yang dilengkapi tugas menulis, glosarium bahasa Prancis, dan fitur QuillBot. Hasil validasi ahli materi dan ahli media masing-masing memperoleh skor 94% dan 93% dengan kategori sangat layak. Hasil one-to-one evaluation memperoleh skor 83,3%, small group evaluation 88%, dan field test 96%. Rata-rata respons pengguna mencapai 94,3% dengan kategori sangat baik. Mahasiswa menyatakan bahwa cerita berbasis budaya Batak Toba menarik, mudah dipahami, dan membantu mengembangkan ide menulis. Fitur QuillBot juga membantu mahasiswa memperbaiki tata bahasa dan tulisan secara mandiri. Dengan demikian, produk yang dikembangkan layak digunakan sebagai media pendukung pembelajaran menulis bahasa Prancis berbasis budaya lokal.

Kata kunci: Artificial Intelligence, Budaya Batak Toba, Buku Cerita Digital, Writing Skills, French Language Learning

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References

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Point, R. G., Ng, C.-C., & Ting, S.-H. (2021). Perceptions of students learning French as a foreign language in Malaysia. Trends in Undergraduate Research, 4(1), f1–12. https://doi.org/10.33736/tur.3094.2021.

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Muliana, M., Muhsin, M. A., & Intan, N. (2025). Exploring Quillbot application in writing skill: A study at EFL higher education in Indonesia. Proceedings of Forum for University Scholars in Interdisciplinary Opportunities and Networking, 1(1), 203–211. https://conference.ut.ac.id/index.php/fusion/article/view/4635

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Usmani, S., Ali, E. H. F., & Kottaparamban, M. (2025). The impact of digital storytelling on EFL learners' speaking and writing skills. Forum for Linguistic Studies, 7(4), 816–831. https://doi.org/10.30564/fls.v7i4.9034

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Zairei, M. J., & Navidinia, H. (2024). Improving EFL students’ writing skills through digital storytelling. CALL-EJ (Computer-Assisted Language Learning Electronic Journal), 25(1), 108–128.

Maghfirah, W., Zainuddin, Z., & Hamdani, B. (2024). Balancing precision and voice: A qualitative study of QuillBot’s role in enhancing EFL students’ writing skills. Tamaddun Journal of Language Studies, 24(1), 1–15. https://doi.org/10.33096/tamaddun.v24i1.950

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Mardhiah, A., Kamaliah, N., Helmiyadi, H., & Lathifatuddini, L. (2024). Enhancing Indonesian EFL learners’ speaking skills through digital storytelling based on local folktales. SAGA: Journal of English Language Teaching and Applied Linguistics, 5(2), 81–93. https://doi.org/10.21460/saga.2024.52.190

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Reynaldi, K., & Refnaldi, R. (2024). Learning styles and textbook design: A case study of “Bahasa Inggris Work in Progress” for tenth grade. English Review: Journal of English Education, 12(3), 1289–1298. https://doi.org/10.25134/erjee.v12i3.10310

Aisyah, R. A., & Wibowo, S. E. (2025). Efforts to improve early reading skills and learning motivation through digital flipbook media. Jurnal Prima Edukasia, 13(2). https://doi.org/10.21831/jpe.v13i2.75663

Aiman, N., & Maisaroh, S. (2024). Fenomena penggunaan story-telling digital dalam pemahaman nilai budaya lokal siswa kelas IV SDN Temanggal Magelang. Pendas: Jurnal Ilmiah Pendidikan Dasar. https://doi.org/10.23969/jp.v10i04.38269

Belda-Medina, J., & Goddard, M. B. (2024). AI-driven digital storytelling: A strategy for creating English as a foreign language (EFL) materials. International Journal of Linguistics Studies, 4(1), 40–49. https://doi.org/10.32996/ijls.2024.4.1.4

Castillo-Cuesta, L. M., Quiñónez-Beltrán, A., Cabrera-Solano, P., Ochoa-Cueva, C., & González-Torres, P. (2021). Using digital storytelling as a strategy for enhancing EFL writing skills. International Journal of Emerging Technologies in Learning, 16(13), 142–156. https://doi.org/10.3991/ijet.v16i13.22187

Chen, C.-H., & Yeh, H.-C. (2024). Scripted synergy: Elevating EFL writing and creativity through collaborative digital storytelling. Technology, Pedagogy and Education, 34(1), 91–104. https://doi.org/10.1080/1475939X.2024.2382970

Cigerci, F. M., & Yildirim, M. (2024). From Freytag pyramid story structure to digital storytelling: Adventures of pre-service teachers as story writers and digital story tellers. Education and Information Technologies, 29(5), 5697–5720.

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., et al. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Fang, X., Ng, D. T. K., Li, D. X., Tao, Y. Y., Wu, H. K., & Chu, S. K. W. (2025). GenAI-supported digital multimodal composing: Facilitating EFL students’ GenAI literacy, writing engagement, motivation, and abilities. AI, Brain and Child, 1(1), Article 23. https://doi.org/10.1007/s44436-025-00020-4

Fitria, T. N. (2022). Avoiding plagiarism of students' scientific writing by using the QuillBot paraphraser. Elsya: Journal of English Language Studies, 4(3), 252–262. https://doi.org/10.31849/elsya.v4i3.9917

Harahap, T. R., Nasution, B., Nasution, F., & Harahap, A. N. (2024). Digital narratives: The evolution of storytelling techniques in the age of social media. International Journal of Educational Research Excellence, 3(2), 738–745. https://doi.org/10.55299/ijere.v3i2.1004

Kasemsarn, K., & Nickpour, F. (2025). Digital storytelling in cultural and heritage tourism: A review of social media integration and youth engagement frameworks. Heritage, 8(6), 200. https://doi.org/10.3390/heritage8060200

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Maghfirah, W., Zainuddin, Z., & Hamdani, B. (2024). Balancing precision and voice: A qualitative study of QuillBot’s role in enhancing EFL students’ writing skills. Tamaddun Journal of Language Studies, 24(1), 1–15. https://doi.org/10.33096/tamaddun.v24i1.950

Mardhiah, A., Kamaliah, N., Helmiyadi, H., & Lathifatuddini, L. (2024). Enhancing Indonesian EFL learners’ speaking skills through digital storytelling based on local folktales. SAGA: Journal of English Language Teaching and Applied Linguistics, 5(2), 81–93. https://doi.org/10.21460/saga.2024.52.190

McKenney, S., & Reeves, T. C. (2025). Educational design research for relevant & robust scholarship. Journal of Computing in Higher Education, 37, 614–638. https://doi.org/10.1007/s12528-025-09456-2

Miao, X., & Li, L. (2024). Digital storytelling in EFL education: Learning outcomes and methodologies. International Journal of English Language Studies, 6(4), 06–11. https://doi.org/10.32996/ijels.2024.6.4.2

Mirattanaphrai, P., & Srikoon, S. (2025). Design and development of innovator self-assessment questionnaire for students in grade 6: Utilizing educational design research. Social Sciences & Humanities Open, 11, 101414. https://doi.org/10.1016/j.ssaho.2025.101414

Muliana, M., Muhsin, M. A., & Intan, N. (2025). Exploring Quillbot application in writing skill: A study at EFL higher education in Indonesia. Proceedings of Forum for University Scholars in Interdisciplinary Opportunities and Networking, 1(1), 203–211. https://conference.ut.ac.id/index.php/fusion/article/view/4635

Naimah, N. H., Saputro, B. A., Yulita, K. T., & Nuroso, H. (2024). Analisis penggunaan media pembelajaran Smart Geo terhadap kemampuan komunikasi matematis siswa melalui pendekatan CRT. Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar, 7(2), 113–120. https://doi.org/10.33369/dikdas.v7i2.37102

Point, R. G., Ng, C.-C., & Ting, S.-H. (2021). Perceptions of students learning French as a foreign language in Malaysia. Trends in Undergraduate Research, 4(1), f1–12. https://doi.org/10.33736/tur.3094.2021

Rahmani, E. F. (2023). Undergraduate students' perceptions on Quillbot paraphrasing tool. Scripta: English Department Journal, 10(2), 182–190. https://doi.org/10.37729/scripta.v10i2.3674

Reynaldi, K., & Refnaldi, R. (2024). Learning styles and textbook design: A case study of “Bahasa Inggris Work in Progress” for tenth grade. English Review: Journal of English Education, 12(3), 1289–1298. https://doi.org/10.25134/erjee.v12i3.10310

Säfström, A. I., & Lithner, J. (2025). Promoting validity of design principles for teaching through educational design research. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2025.2595712

Sihombing, R., & Manalu, T. (2024). Cultural values of Batak Toba folklore in contemporary education. Journal of Cultural Studies, 12(2), 85–97.

Situmorang, H., Simanjuntak, D., & Purba, J. (2023). Local wisdom and educational values in Batak Toba culture. Journal of Indonesian Cultural Education, 8(1), 34–46.

Tan, Y. Y., Wang, Y., Abu Samah, A. S., & Jibin, S. (2025). Digital storytelling and cultural learning through projection mapping technique. International Journal of Creative Multimedia, 6(1), 49–64. https://doi.org/10.33093/ijcm.2025.6.1.4

Usmani, S., Ali, E. H. F., & Kottaparamban, M. (2025). The impact of digital storytelling on EFL learners' speaking and writing skills. Forum for Linguistic Studies, 7(4), 816–831. https://doi.org/10.30564/fls.v7i4.9034

Vula, E., Tyfekçi, N., & Biblekaj, L. (2024). Strategies for enhancing ESL writing proficiency: Insights from a pre-university educational setting. Journal of Educational and Social Research, 14(6), 367–377. https://doi.org/10.36941/jesr-2024-0179

Zairei, M. J., & Navidinia, H. (2024). Improving EFL students’ writing skills through digital storytelling. CALL-EJ (Computer-Assisted Language Learning Electronic Journal), 25(1), 108–128.

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Published

2026-06-21

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Vol. 9 No. 3 (2026): June 2026

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Copyright (c) 2026 Herman Syahputra, Hadijah Handayani Sibuea, Irda Yusepa, Widya Trisna Handayani, Harun Sitompul

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